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Science, Technology and Society

Scholar Year: 2020/2021 - 2S

Code: OP00023    Acronym: CTS
Scientific Fields: Ciências da Natureza
Section/Department: Science and Technology

Courses

Acronym N. of students Study Plan Curricular year ECTS Contact hours Total Time
CS 23 Study Plan 5,0 60 135,0

Teaching weeks: 15

Head

TeacherResponsability
Sílvia Cristina dos Reis FerreiraHead

Weekly workload

Hours/week T TP P PL L TC E OT OT/PL TPL O S
Type of classes

Lectures

Type Teacher Classes Hours
Contact hours Totals 1 4,00
Sílvia Ferreira   4,00

Teaching language

Portuguese

Intended learning outcomes (Knowledges, skills and competencies to be developed by the students)

Develops a scientific attitude when analyzing real world.
Discusses scientific and technological environmental impacts and ways of minimizing environment problems.
Searches for and selects relevant information using diverse sources.
Develops questioning skills and critical thinking about STS issues.
Mobilizes scientific and technological knowledge in their tasks.
Analyzes the social impacts of S&T in the daily life.
Communicates findings, including ecological and ethical values in his/her speech.

Syllabus

1. Science, Technology and daily life.
1.1 The Nature of Science and Technology: Methods and processes of investigative work.
1.2 Crises and Controversies in physical and natural sciences: heliocentric or geocentric theory? Evolution or
“Fixism”? Light: Particle or Wave?
1.3 STS Interactions environmental issues, problems of biomedicine; “roads” of information
2.Origin and development of science and technology
2.1The foundation of modern science: from Aristotle to Newton
2.2 Contemporary science: new procedures, new discoveries and inventions.


Demonstration of the syllabus coherence with the UC intended learning outcomes

The course aims to discuss and analyze a multidimensional view of science. So, the themes and contents illustrate the dynamic character of scientific knowledge construction with some sound examples of the process and instruments use during scientific investigations. Content management is done allowing the development of inquiry skills and critical information and communication) encouraging autonomous learning and the development of critical thinking skills to respond to daily life citizens problems

Teaching methodologies

Teaching methodologies include theoretical expositions, development of practical activities on current issues related to the subjects listed in the syllabus and participation in seminars with experts to develop relevant issues according to students’ interest. Learning situations: a) Reading and comprehension of various texts and documents; b) Production of comments in online forums; c) Discussion activities d) Analysis ofcases of CTSA interactions; e) Seminars for critical analysis of scientific controversies f) Collecting, sorting and analyzing data and information; g) Simulations with role playing.

Demonstration of the teaching methodologies coherence with the curricular unit's intended learning outcomes

Teaching methodologies focus on student activity, taking into account their education for scientific literacy, seen not only as the appropriation of basic scientific concepts but also the acquisition of tools for critical analysis of the reality that facilitate citizen action. The focus is the realization of practical activities and the approach and discussion of socioscientific issues that provides evidence of the social construction of scientific and technological knowledge. The diversity of theoretical sources and research processes, as well as discussion topics in online forums and / or through simulation with roleplay, are powerful methodological tools to achieve the objectives stated above.

Assessment methodologies and evidences

Assessment is continuous and focuses on the processes and products of students' work. The classification is obtained by the following relative weights: 40% individual test, group work 40%, and 20% for individual participation.

Bibliography

Allègre, C (2005). Um pouco de Ciência para todos. Lisboa: Gradiva
Carvalho, R. (1995). A Física no Dia-a-Dia. Lisboa: Relógio d´Água.
Coutinho, A. (2005). Ora então, vamos à vida! In Lago, Teresa e outros (2005). Despertar para a Ciência. As
Conferências de 2003. Lisboa: Gradiva.
Rutherford, F. e Ahlgren, A. (1995). Ciência para Todos. Lisboa: Gradiva.
Santos, F. D. (2007). Que futuro? Ciência, tecnologia, desenvolvimento e ambiente. Lisboa: Gradiva.
Revistas (consulta através da b-on):
Science
Nature
http://scientificamericam.com – revista online Scientific American
http://nasa.gov – sítio da NASA
http://kidshealth.org/kid/questões de saúde
http://www.cienciaviva.pt/home/site do Programa Ciência Viva
www.cienciahoje.pt

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Página gerada em: 2021-03-03 às 03:27:05